Initiatives towards sustainabale campus: A case of dark green schools- accredited universities in the Philippines

Alice T. Valerio

doi:10.51200/jpp.v4i1.8202

Authors

Alice T. Valerio De La Salle University-Dasmarinas, Philippines

DOI:

https://doi.org/10.51200/jpp.v4i1.8202

Keywords:

Dark Green Schools, initiatives, accreditation, sustainability, environmental education

Abstract

Academic institutions are increasingly recognizing the potential value in incorporating sustainable development goals and other environmental aims into their vision and mission. This paper examines the various initiatives and challenges of DGS-accredited universities in the Philippines that will eventually lead towards sustainability. Data on the initiatives and best practices of two universities after DGS accreditation were gathered. Indeed, these schools have been inspired by the Dark Green Status that required adjustments to the instruction, research, and operational activities These schools implemented environmentally responsible school operations, decreased residual waste generation, enhanced and integrated EE in various subjects, and other practices such as conserving energy, pollution control, biodiversity management, reducing carbon footprint, and the like. The DGS status can provide a great challenge to various schools towards sustainable institutional practices and foster meaningful change. This can also provide an opportunity whereby academic institutions become national and eventually global leaders in sustainability. Environmental education can benefit the academic community in protecting the environment and creating a better and cleaner world to live in.

References

College accreditation. (2012, September). Back to College. www.back2college.com/library/acreditfaq.htm

Environmental Resource Management Center, De La Salle University-Dasmarinas, Dasmarinas, Cavite, Philippines.

Environmental Studies Institute, Miriam College, Quezon City, Philippines.

Gough, A. (2004). Evaluation of the Sustainable Schools Stormwater Action Project 2003/2004. Burwood: Deakin University. http://www.gould.org.au/QBL_outcomes.htm

Kuhar, C. W., Bettinger, T. L., Lehnhardt, K., Tracy, O., & Cox, D. (2009). Evaluating for long-term impact of an environmental education program at the Kalinzu Forest Reserve, Uganda.

Peer Local Resource Center. (n.d.). Environmental management system program benefits. Zero Waste Alliance, Peer Local Resource Center. http://www.zerowaste.org/lrc

Ramsey, S. (2012). Measure environmental performance, pollution control solutions for air, water, solid, and hazardous waste.

Safety Council, & Elsevier Ltd. (2007). www.journals.elsevier.com/safety

Thomson, G., & Hoffman, J. (2003). Measuring the success of environmental education programs. Canadian Parks and Wildlife Society and Sierra Club of Canada. Retrieved September 15, 2012, from www.aries.mq.edu.au/pdf/8-EvaluationOfEFS.pdf

Tilbury, D., & Cooke, K. (2005). A national review of environmental education and its contribution to sustainability in Australia: Frameworks for sustainability—Key findings. Canberra: Australian Government Department of the Environment and Heritage and Australian Research Institute in Education for Sustainability (ARIES). www.aries.mq.edu.au and www.deh.gov.au/educationNational

United Nations. (2012). Higher Education Sustainability Initiative for Rio+20. United Nations Conference on Sustainable Development, Rio+20, June 20–22, 2012. Retrieved September 15, 2012, from www.uncesd2012.org/

Villanueva, R. (2011). Enlist schools in ecological waste management, DepEd urged. The Philippine Star.

Victorian Primary Principals Association/Victorian Association of Secondary Principals. (1993/1997). Leadership in learning to care for the environment: An environmental education strategy for Victorian school principals. North Melbourne.

Woods, P. (2004). Environmental education for a sustainable future: Formal schooling. Curriculum Leadership, 23 July 2004.